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Start a Reading Revolution: Flip Your Class with Blogs. 

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Start a Reading Revolution: Flip Your Class with Blogs. 

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Source: Popular
Abstract: Sctabnik had seen lots of articles and videos demonstrating types of flipped classroom but none pertained to him.  Most were of classrooms teaching math and science.  Then he discovered the missing link was to allow the students to read what they want to read during class, then to go home and blog about what they were reading for homework using the "Writing to Learn" method.  The flip is the students blog as a form of assessment, not a test.  It allowed time for him to approach each student during class and discuss what they were writing about on their blogs.  He noticed a peak in students interest in reading immediately and better writing skills developed.
Findings: Popular sources may not involve a study and not include findings.
APA citation:
Scztabnik, M (2017).  Starting a Reading Revolution: Flip Your Class With Blogs.  Retrieved November 25, 2017 from
https://www.edutopia.org/blog/flip-ela-class-with-blogs-brian-sztabnik

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Source: Practitioner
Abstract: Tucker addresses the benefits and downfalls to a flipped classroom.  He mentioned how well a flipped classroom can work but only if teachers are willing to put the work into maintaining in.   If teachers aren't willing to do the work, then it's just a fad.  Tucker also points how much time he now has available to work with students one-on-one instead of just assigning homework.
Findings: For over a decade, led by the National Center for Academic Transformation (NCAT), dozens of colleges have successfully experimented with similar ideas across math, science, English, and many other disciplines.  NCAT’s increasingly impressive body of practice shows that thoughtful course redesigns lead to improved learning.
APA citation:
Tucker, B (2017).  The Flipped Classroom.  Retrieved November 25, 2017 from
http://educationnext.org/the-flipped-classroom/

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Source: Practitioner
Abstract: Brame addresses the  approach of flipping a classroom by using the reverse of Bloom's Taxonomy to demonstrate how this works.  By flipping Bloom's Taxonomy students are doing the lower level of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher levels of learning (application, analysis, synthesis and/or evaluation) inside the class.  A large portion of this instruction is done with peer groups.  A short quiz is given at the beginning of class to see what has been learned at home and that determines what groups will be done during class to further learn a particular skill.
Findings: Carl Wieman and colleagues took a week and taught two different ways to two different sections of the same subject.  One taught traditionally and one used flipped instruction.  When given the same assessment, they found that the traditional group scored an average of 41% and the flipped classroom an average of 74%.
APA citation:
Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved November 25, 2017 from
https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

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Source: Practitioner
Abstract: Schaffauser addresses the fact that video usage has increased dramatically over the years within the classroom.  The majority of the use coming from  showing video in classrooms, followed by student assignments, then supplementary lesson material, and lastly flipped classrooms.  Although flipped classrooms are becoming more and more popular, the amount of training and staff willing to produce these videos is not growing.
Findings:  Out of 100 teachers surveyed that have access to features allowing a flipped classroom; 54% said they are currently trying to remotely present material, 37% said they would like to remotely present material, and 9% said that remotely presenting material is not useful.
APA citation:
Schaffhauser, D., (2017).  Video Becoming the Norm in Education.  THE Journal.  Retrieved November 25, 2017 from
https://thejournal.com/articles/2017/09/19/video-on-its-way-to-becoming-education-norm.aspx

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Modifying the Flipped Classroom: The "In-Class" Version

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Modifying the Flipped Classroom: The "In-Class" Version

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Source: Popular
Abstract:  Gonzalez describes a scenario in which the traditional flipped classroom may not be best.  One problem is reliable, consistent, internet access in every household. Another is the fact that some students have chaotic home environments and others refuse to do any type of assignment as homework. A fix to this would be to have your flipped classroom as a center. This allows the teacher to work with a small group and the teacher (via video) to work with another.
Findings: There is still a mix of teachers who like to flip classrooms and some who prefer the traditional way.
APA citation:
Gonzalez, J. (2014). Modifying the Flipping Classroom:The "In Class" Version.  Edutopia.
https://www.edutopia.org/blog/flipped-classroom-in-class-version-jennifer-gonzalez

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Source:  Popular
Abstract:  The Flipped Learning Network describes the Four Pillars to Flipped Learning.  Pillar 1 is described as Flexible Environment.  This means that I am constantly observed to see if any changes need to be made during the learning process.  Pillar 2 is described as Learning Culture.  This means that the majority of learning is done in groups and is student lead as opposed to the traditional teaching method where everything is teacher centered learning.  Pillar 3 is described as  Intentional Content.  This means that educators maximize  classroom time to suit what the students need most.  Pillar 4 is described as Professional Educator.  This means that the role of an educator in a flipped classroom is much more demanding than that of a traditional classroom.  Providing feedback that is relevant to the moment is much more time consuming that than of a scripted daily lesson plan.
Findings: Popular sources may not involve a study and not include findings.
APA citation:
Flipped Learning Network (FLN) (2014).  The Four Pillars of F-L-I-P.  Retrieved November 25, 2017 from
https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf

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Comparison of Student Performance, Student Perception, and TeacherSatisfaction with Traditional versus Flipped Classroom Models

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Comparison of Student Performance, Student Perception, and TeacherSatisfaction with Traditional versus Flipped Classroom Models

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Source: Peer Review
Abstract:  Unal and Unal agreed that in order to observe the effects of a flipped classroom, they would need to come up with a uniform definition for flipped classroom and measure the same activities in a traditional classroom.  Students were divided into groups and some were taught traditionally and some with a flipped classroom.  They each took quizzes to monitor their results.  Findings: Quantitative- 16 teachers participated in the experiment. They tried both approaches. 10 teachers scored significantly higher on the flipped approach, one scored significantly higher on the traditional approach, and the remaining 5 teachers showed no significant difference between the two.
APA citation:
Unal, Z., Unal, A.  (2017)   Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models. Retrieved November 25, 2017 from
https://files.eric.ed.gov/fulltext/EJ1155632.pdf

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AN INQUIRY INTO FLIPPED LEARNING IN FOURTH GRADEMATH INSTRUCTION

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AN INQUIRY INTO FLIPPED LEARNING IN FOURTH GRADEMATH INSTRUCTION

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Source: Peer Review
Abstract: D'addato and Miller composed a study  in a socioeconomically disadvantaged 4th grade math classroom.  The teacher began the year teaching traditionally and at the end of the first semester switched to a flipped classroom learning style.  The teacher gave surveys to students and parents at the beginning, middle, and end of the year.
Findings: On the mid-way survey 93% of students said they were more likely to try and find the answers themselves instead of asking a teacher.  The flipped classroom created a greater sense of autonomy.  In the final survey 86% of students demonstrated signs of increased engagement.
APA citation:
D'addato, T., Miller, L. (2016).   AN INQUIRY INTO FLIPPED LEARNING IN FOURTH GRADE MATH INSTRUCTION.  Retrieved November 25, 2017 from
http://journals.nipissingu.ca/index.php/cjar/article/view/261/128

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A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research

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A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research

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Source: Peer Review
Abstract: Lo and Hew identified challenges in having a flipped classroom.  Some of those challenges included student-related challenges, faculty related challenges, and operation challenges.  Lo and Hew also proposed a model flipped classroom and 10 guidelines to address the most common challenges.
Findings:  Student achievement in a flipped classroom was significantly higher than that of a traditional one.  No significant different in test scores among traditional classrooms vs flipped classrooms.  Students in a flipped classroom experienced better attitudes and more self motivation than than of a traditional classroom.
APA citation:
Lo, C., Hew, K., (2017)

A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research  Retrieved November 25, 2017 from

https://telrp.springeropen.com/articles/10.1186/s41039-016-0044-2